17th of June – 3rd day
Today the content of the blog is fIlled with the material of the group members.
We started the morning by splitting into 2 groups. I work with the Hungarian group from now on.
Ivo told us that according to certain scientist “time” doesn’t exist.
Today the content of the blog is fIlled with the material of the group members.
We started the morning by splitting into 2 groups. I work with the Hungarian group from now on.
We are recalling all the mini-teachings of yesterday and then we go into a 2 hour long conversation that mirrored what
pulled our attention from what we experienced during the one continuous co-teaching
session.
Our central topics where:
- TOUCH
- TIME
- PERCEPTION
- PRESENCE.
Lather on our focus shifted more into a
pedagogical context:
- WHAT DO WE CALL TECHNIQUE?
- HOW CAN WE TEACH THE „SCANNING" OF BODIES, SPACE”?
- THE IDAEL SCHOOL
Here are some writings, feedbacks from the members
about what was the most important part or idea from this inspiring conversation:
Julia G.:
The notion of
„time” or “touch” was present somehow in all the 7 teachings of the 7 teachers yesterday.
Ivo told us that according to certain scientist “time” doesn’t exist.
Why do I need
time?
When several days are passing without meeting people, and I don’t do anything „extraordinary”, non-functional movement process, it happens that my perception of time changes (above all in the perception of my own body). I feel every movement very slow and I perceive some outside impulses extremely quick. In those moments I feel the need to connect myself back to the “conventional time” by meeting people (in order not to lose the contact with my capacity of being active), who all have their own personal time. Due to this experience the changes of my time-perception are becoming more familiar and my inside word and the outside world are in dialogue again. Something similar must happens with touch.
When several days are passing without meeting people, and I don’t do anything „extraordinary”, non-functional movement process, it happens that my perception of time changes (above all in the perception of my own body). I feel every movement very slow and I perceive some outside impulses extremely quick. In those moments I feel the need to connect myself back to the “conventional time” by meeting people (in order not to lose the contact with my capacity of being active), who all have their own personal time. Due to this experience the changes of my time-perception are becoming more familiar and my inside word and the outside world are in dialogue again. Something similar must happens with touch.
I would be
happy to know more about what science could find out in this topic (Vermes Katalin: “A test
éthossza” was the book that we spoke about with Tamás)
Today was
very tiring cause we were talking about so essential topics, almost just very
essential ones. Maybe that’s why we speak so may time about non-important
topics in our daily lives..
It’s so good,
now as well – like when I work with “Hodworks”- I feel like participating in
something crucial, essential.
Anna:
Today's brief about
yesterday's classes led to a long conversation that brought phenomenological,
psychological and pedagogical questions to the plate. I liked the moment when
the social aspect of the human/dancer came up. Do we reflect on our work and
our experiences as we were individuals or do we see that we are within social
interactions, experiencing them from only one perspective? A group is an entity
- my experience is happening within this - but how can I reflect myself as an
individual? At that moment - am I reflecting to a connecting entity without
having its connections?
Julia L.:
what does technique mean today in
contemporary dance education, what tools are necessary to emphasis, what values
are to keep, and which ones shall we leave?
What we did in
the afternoon is a top secret for now cause it is about what we will share (and
not teach according to our new terminology!!) tomorrow morning with the international
group. It is a surprise for them! ;) (an actually for you too...)
At the end of this round of discussion the first 2 questions that were decided to be adressed were redefined/transformed into:
Documentation of the International group about the 3rd day
Step 1 - Dividing into 2
groups to discuss
“What is Art?”
Brainstorming notes :
ivo, istka, valentina defne,
katja, vicky, tamas
Step 2: Watching “Embrace the shake” from TED to get inspired for “thinking out of the box or within the box”...
Step 3: Coming together of
2 groups to share/discuss around 1st round of sub group ideas:
Brainstorming notes of
questions/concepts raised by the big group sharing:
Before sub group discussions : After sub group discussions :
At the end of this round of discussion the first 2 questions that were decided to be adressed were redefined/transformed into:
- “what is the mission of art education?
- “what is our
responsibilities/roles as educators?
To research these
new questions we had 3 tracks/levels of discussion:
1.
ideal world (open structure, empowering individuality,
diversity...)
2.
real/current world (industry, institutions, festival,
market, target, content i.e. techniques, teachers formation/attitude...)
3.
how to bridge the gap (responsibility on the shoulder of the
teachers?)
- what is the tool box of
teachers to realize this mission?
-flexibility
-diversity/interdisciplinarity/multiple
roles, attitudes
-competence
to releate art with life / life with art
-strengthen
ability to learn and accept change
-to
be able to manage politics within eductional institutions
-acknowleding
the difference between “art of teaching” (pedagogy) and “teaching art” (teacher
as an active artist)
-finding a
balance between following teachers plan and folowing individual needs/demands
of students
-theacher
having a specific personal research topic and sharing versus teacher
researching to bring individual student’s research to surface (socratic way)
Step 4: Local Group and
International Group Meeting to share their session’s results:
Common, shared points/questions/ideas of the two groups were:
-why do we do what do? Teach/learn (attitude, intention)
-what is our aim? What is needed from the student/teacher?
-content versus form (attitude) in learning environment
-ideal learning environment? individual
learning environment – everybody having their own school?
-what is the nature of creative/learning time – non-linear learning, laying
fallow
-what is teqnique – how we practice how to be present?
-learning process needs to include the potential for change.
“What do we want to put into practice based on our
discussions? How?
Trying to find some creative ideas we decided to
shift realm/paradigm...
We decided to
have 20 min. of open space for moving and talking freely – stream of
consciousness into sub group movings and discussions on this open space...
In this open
space we ended up experiencing something that we wanted to turn into a “score in space” for creating a learning
environment which already adresses and “seems to feed in” the following points
raised during the 3 days:
-teachers’s tool box
-sharing > teaching/learning
(infusion/merging of teacher and student roles)
-individual learning
-non/open/non-hierachical structure
-exploring new teaching/learning formats
-self-reflexivitiy
-thinking, talking, moving i.e practice and theory co-existing
-shared responsibility – shared facilitator role
-trust based teaching/learning environment
-expanding knowledge – horizontal sharing
-adressing references/ expansion of resources
-flexibility
-taking risks and facing challanges
-performative aspect of learning environment (having audience/witness)
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